The continuation of planning the George Washington lesson was easier this week. I think that might be because the other group I was working with had a firm grasp of what was included in a good lesson plan. I was also ready to discuss my ideas. It was interesting to find that the other group had a very similar thought process as my partner and me. I wonder how many other groups used the same sort of sequencing. I would have liked to see something different to diversify my ideas. However, I was encouraged that I was on the right track.
I really enjoyed the puzzle portion of the BBK activity. It was fun to go to a different group to learn something new and report back to my group. I can see how students would be thoroughly engaged with this activity. The students would become an expert on the knowledge they are bringing back to their group. It’s not a lot of information to stress over and the consensus within the puzzle groups build confidence with the knowledge they are going to relay. Then the students get to feel important when it’s their turn to report. It’s a good way to disperse a lot of information quickly. It’s also a creative way to differentiate the skill levels within the classroom. I was excited to realize that I had incorporated something very similar in my first lesson plan.
I do have a question about the articles we read. I think that art can be a great way to teach social studies. It can help to reinforce knowledge about a culture or society. Having the students try to replicate art, such as weaving, using the methods of the time period being studied would bring some empathy and connection to the people of that time. If there is an art program at the school, would you still take the time to teach the art concepts or should they be covered in art class?